Roscoe, K., & Orr, k. (2010). Frontloading classroom management. The Science Teacher, 77(5), 43-48. This article can be found online here Summary: “Frontloading Classroom Management” is an article written by two science teachers at the high school and college level. They begin the article by talking about their beginning of the school year teacher nightmares and past experiences and then they go on in the article giving tips and instructions to avoid a rocky start to the school year. The purpose of this article is to “describe a systematic approach to planning for the first days of school that is appropriate for today's demanding high school science classrooms.” This article is aimed mostly towards new teachers, trying to demonstrate how important it is to establish clear rules, expectations, and routines very early in the school year. This article gives detailed descriptions and examples of how to construct the first class, what types of activities to include, and how to structure the class. The article puts a lot of emphasis on preventative classroom management, organization, and preparation in order to establish clear expectations, classroom behaviors, and a positive learning environment. Reaction: As a beginning teacher, I found this article to be very helpful and insightful. These authors use personal experiences as well as research to give a detailed description of how to establish a positive and successful learning environment from the beginning of the school year. I like how the authors of this article use various methods of presentation and multiple activities to keep students interested and engaged. I agree with the authors on their view of reinforcing positive behaviors as opposed to enforcing rules as punishment. From my experience in observing schools as well as my experiences in EDC classes, teachers who use the positive reinforcement method have students who are much better behaved than teachers who punish and yell at their students in a destructive way. The reinforcement approach is also more affective in maintaining a positive classroom environment for all students because it does not disrupt the learning process.
This article can be found online here
Summary:
“Frontloading Classroom Management” is an article written by two science teachers at the high school and college level. They begin the article by talking about their beginning of the school year teacher nightmares and past experiences and then they go on in the article giving tips and instructions to avoid a rocky start to the school year. The purpose of this article is to “describe a systematic approach to planning for the first days of school that is appropriate for today's demanding high school science classrooms.” This article is aimed mostly towards new teachers, trying to demonstrate how important it is to establish clear rules, expectations, and routines very early in the school year. This article gives detailed descriptions and examples of how to construct the first class, what types of activities to include, and how to structure the class. The article puts a lot of emphasis on preventative classroom management, organization, and preparation in order to establish clear expectations, classroom behaviors, and a positive learning environment.
Reaction:
As a beginning teacher, I found this article to be very helpful and insightful. These authors use personal experiences as well as research to give a detailed description of how to establish a positive and successful learning environment from the beginning of the school year. I like how the authors of this article use various methods of presentation and multiple activities to keep students interested and engaged. I agree with the authors on their view of reinforcing positive behaviors as opposed to enforcing rules as punishment. From my experience in observing schools as well as my experiences in EDC classes, teachers who use the positive reinforcement method have students who are much better behaved than teachers who punish and yell at their students in a destructive way. The reinforcement approach is also more affective in maintaining a positive classroom environment for all students because it does not disrupt the learning process.